Audience Analysis Case Assignment

Audience Analysis Case Assignment

Audience Analysis Case Assignment

Audience Analysis Case Assignment

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Audience analysis is not something you do only at the beginning of preparing your speech. It is an ongoing activity. The needs, attitudes, beliefs, values, and other characteristics of your audience influence the choices you make about your speech at every step of the speech-preparation process. That’s why, in the audience-centered speech model, arrows connect the center of the diagram with each stage of designing and delivering your speech. At any point during the preparation and delivery of your message, you may need to revise your thinking or your material if you learn new in- formation about your audience. So the model has arrows pointing both ways across

Deliver Speech

Generate Main Ideas

Develop Central

Idea

Gather Supporting

Material

Select and Narrow Topic

Rehearse Speech

Determine Purpose

Organize Speech

CONSIDER THE

AUDIENCE

FIGURE 1.5 The reminder to consider the audience is at the center of this model of the speechmaking process because your audience influences your work on each task involved in designing and presenting a speech. As we discuss each task in depth throughout the book, we also use a smaller image of this model to flag information and advice that remind you to consider your audience.

Consider Your Audience 19

the boundary between the central element and each step in the process. (Chapter 4 includes a comprehensive discussion of the principles and strategies involved in ana- lyzing your audience.)

Our discussion of the speechmaking process begins with the central element: considering your audience. We then discuss each step of the process, starting with se- lecting and narrowing a topic, and moving clockwise around the model.

Consider Your Audience Why should the central focus of public speaking be the audience? Why is it not topic selection, outlining, or research? The simple truth is that your audience influences the topic you choose and every later step of the speechmaking process. Your selection of topic, purpose, and even major ideas should be based on a thorough understand- ing of your listeners. In a very real sense, your audience “writes” the speech.59

Gather and Analyze Information about Your Audience Being audience-centered means keeping your audience in mind at every step of the speechmaking process. To do that, you need to first identify and then analyze in- formation about your listeners. For example, just by looking at your audience in your speech class, you will be able to determine such basic information as approx- imately how old they are and the percentage of men and women in your audience; you also know that they are all students in a public-speaking class. To determine other, less obvious information, you may need to ask them questions or design a short questionnaire.

Being audience-centered involves making decisions about the content and deliv- ery of your speech before you speak, based on what you know about your audience’s values, beliefs, and knowledge. It also means being aware of your audience’s responses during the speech so that you can make appropriate adjustments.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

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Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

  • The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.ADDITIONAL INSTRUCTIONS FOR THE CLASS

    Discussion Questions (DQ)

    • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
    • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
    • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
    • I encourage you to incorporate the readings from the week (as applicable) into your responses.

    Weekly Participation

    • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
    • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
    • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
    • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

    APA Format and Writing Quality

    • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
    • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
    • I highly recommend using the APA Publication Manual, 6th edition.

    Use of Direct Quotes

    • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
    • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
    • It is best to paraphrase content and cite your source.

     

    LopesWrite Policy

    • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
    • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
    • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
    • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

    Late Policy

    • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
    • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
    • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
    • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
    • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

    Communication

    • Communication is so very important. There are multiple ways to communicate with me: 
      • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
      • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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